Volume 3, Issue 1 (January 2026)
JCALS 2026, 3(1): 0-0 |
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Salimi H, Mahdavi-Zafarghandi A, Khalili Sabet M, Tahriri A. Modelling the Interrelationships between Multilingualism and Self-efficacy, Resilience, Professional Development and Motivation by PLS-SEM. JCALS 2026; 3 (1) : 3
URL: http://cals.gonbad.ac.ir/article-1-80-en.html
URL: http://cals.gonbad.ac.ir/article-1-80-en.html
Abstract: (21 Views)
Teaching English as a Foreign Language (EFL) in Iran has become increasingly complex due to the growing demand for multilingual competence, the pressures of global standards, and the need for teachers to continuously adapt to pedagogical innovations (Otwinowska, 2017). Accordingly, the present study aimed to investigate how multilingualism predicts self-efficacy, resilience, motivation and professional development among Iranian EFL teachers. To do so, 300 Iranian EFL teachers were selected through convenience sampling as participants. They were in an age range of 25 to 55. To collect data, four questionnaires were used: resilience, motivation, self-efficacy and professional development. The data analysis was conducted through running SEM in PLS-SEM software to identify the interrelationships among the mentioned variables. The findings revealed that multilingualism significantly predicts teachers’ self-efficacy, resilience, and professional development, and that professional development, in turn, exerts a meaningful influence on self-efficacy and resilience. As pedagogical implications, the study offers valuable implications for teacher education policymakers and professional development designers. Programs that acknowledge and leverage teachers’ multilingual repertoires, provide mastery-based learning experiences, and promote collaborative reflection are likely to yield greater gains in self-efficacy and resilience.
Article number: 3
Type of Study: Research |
Subject:
General
Received: 2025/08/2 | Accepted: 2025/10/16 | Published: 2026/01/1
Received: 2025/08/2 | Accepted: 2025/10/16 | Published: 2026/01/1
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